Science Education Program

Science Education Students

Research, Design and Development Expertise

The expertise of the Science Education faculty can help support and inform SJSU endeavors by promoting student success and retention through evidence-based, high-impact practices. 

 

Curricular Design, Transformation & Evaluation

Faculty can assist in identifying articles, and research-based resources useful for course transformation, and are also knowledgeable in best practices in dissemination of successful curricula/pedagogy. They can consult regarding classroom design and technologies useful in supporting best learning and teaching practices. In addition, they can use a range of quantitative, qualitative and mixed-methods approaches, including designing experimental, quasi-experimental and descriptive studies to assess success of programs/courses when learning goals have measurable outcomes. Because educational studies typically involve either a control or a pre-post design (quantitative studies), or ongoing, adaptive data collection (qualitative studies), assessment of the program needs to be integrated in program/course design from the conception of the program forward.

  1. Course transformation, active learning, interactive engagement (Paul, Walsh, Kelly)
  2. Curriculum design, design-based research and qualitative methodologies for examining student learning (Walsh, Kelly, Paul)
  3. Experiment design and quantitative methodologies for evaluation of course/program success (Paul, Walsh)
  4. Formative assessments with visualization models and developing students ability to critique models through comparison to experimental evidence (Kelly)
  5. Best-practices in University teaching and learning within specific STEM discipline (Chemistry: Kelly; Physics: Paul; Earth and Environmental Science: Walsh and Metzger)

 

Science Education Students

Equity, Culture and STEM

Faculty have specific interest and expertise in promoting equity in STEM for individuals from traditionally underrepresented groups, including culturally responsive design of learning environments, and ethnographic and qualitative studies to identify and describe barriers and opportunities for including diverse participants in STEM. Research expertise include cross-setting and longitudinal methodologies that look holistically at student experience over space and time. Interests include partnering with community organizations to build bridges along STEM and college pathways, designing and supporting environments and materials for learning for individuals from traditionally underrepresented groups, and taking a culture and student-centered lens to understand student experience.

  1. Longitudinal studies and ethnographic methodologies (Walsh)
  2. Equity & broadening participation in STEM fields (Walsh, Metzger, Paul, Kelly)

 

Professional Development (PD)

Faculty consult on, design and facilitate PD for K-12 teachers and university faculty, and provide support in pedagogy and education for SJSU graduate and undergraduate teaching experiences. Initiatives that put undergraduates in the classroom (Learning Assistant programs), and promote science teaching as a valued profession, are of particular interest. Faculty can consult on best practices in training TAs and undergraduates to teach at the college level and are knowledgeable in areas of best practices in faculty PD and 'theory of change' applications. For teachers and faculty, specific areas of interest for PD include active-learning, responsive teaching, reflective teaching practice, the Next Generation Science Standards, and culturally responsive teaching and scientific practices.

  1. K-12 Teacher PD (Metzger, Walsh, Paul, Kelly)
  2. Graduate and undergraduate student teaching PD (Paul, Walsh, Kelly)
  3.  Faculty PD & Communities of Practice (Paul, Kelly)

 

Science Education Students

Technology - Design and Study of Learning

Faculty consult with animation artists and computer scientists to develop technological tools to assist with student learning. Design and development involves a systematic process in which instructors and students are interviewed with specific research questions in mind. Findings from how students respond to the tools in naturalistic and clinical settings allows us to make recommendations for teaching implementation to ultimately transform the way technologies are used to enhance learning.

  1. Studies that explore the design and use of atomic level visualizations. (Kelly)
  2. Incorporating social media, digital storytelling and animation into STEM learning environments (Metzger, Walsh)
  3. Infusing technology in teaching practice to promote collaborative learning and participation in scientific practices. (Kelly, Walsh)

 

Faculty: Ellen Metzger (Geology/Sci Ed), Resa Kelly (Chemistry/Sci Ed), Cassandra Paul (Physics & Astronomy/Sci Ed), Elly Walsh (Meteorology & Climate Sci/Science Ed)